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Activity 1

15 mins

Lanzamientos de disco

Standards Alignment

Building On

Addressing

Instructional Routines

None

First time implementing?

Learn how to use instructional routines to facilitate problem-based learning!

Materials

To Gather

Rulers

Yardsticks

Activity Narrative

In this activity, students analyze length measurements, perform multiplication, and convert distances from yards to feet in order to compare and order them. The quantities in yards involve only whole numbers while those feet involve fractional amounts, to encourage students to convert from the larger unit to the smaller one.

MLR7 Compare and Connect. Synthesis: After all strategies have been presented, lead a discussion comparing, contrasting, and connecting the different approaches. Ask students: “¿Qué tuvieron en común las estrategias?” // “What did the strategies have in common?”, “¿En qué fueron diferentes?” // “How were they different?” and “¿Por qué al usar diferentes estrategias obtuvimos el mismo o los mismos resultados (o unos diferentes)?” // “Why did the different approaches lead to the same (or different) outcome(s)?”
Advances: Listening, Speaking

Launch

Groups of 2
Consider asking students if they have played a game with a disc, or another game that involves throwing an object. Alternatively, display a video clip of a disc game or a disc being thrown, or display a disc.
Display the table. “¿Qué observan? ¿Qué se preguntan?” // “What do you notice? What do you wonder?”
30 seconds: quiet think time
1 minute: partner discussion
Read the opening paragraph and the bulleted information in the activity statement.
“Averigüemos quiénes son los mejores lanzadores de disco de este grupo de amigos” // “Let’s find out who the top disc throwers are in this group of friends.”
Display a yardstick and a foot-long ruler, if available.

Activity

5 minutes: independent work time
5 minutes: partner discussion
Monitor for students who convert all the given distances into feet before finding the unknown distances and ordering the measurements.

Student Task Statement

En el día de juegos al aire libre, 6 estudiantes lanzan discos. Esta tabla muestra información sobre el primer lanzamiento de cada uno.

estudiante	distancia
Han	17 yardas
Lin	pies
Clare	pies
Andre	22 yardas y 2 pies
Elena
Tyler

El disco de Elena llegó 3 veces tan lejos como el disco de Clare.
El disco de Andre llegó 4 veces tan lejos como el disco de Tyler.

Completa la tabla con las distancias de Elena y de Tyler. Explica o muestra cómo razonaste.
¿Quiénes fueron los 3 mejores lanzadores en esa ronda?

Para averiguarlo, haz una lista de los estudiantes. Ordénalos según sus distancias en pies, de la más larga a la más corta.

Activity Synthesis

Display the tables from the activity.
Select students to complete the first table and share their reasoning.
Then select students to share their strategies for putting the distances in order. For each strategy, ask if others in the class reasoned the same way.
“El lanzamiento de Tyler fue de 17 pies y el de Han fue de 17 yardas. ¿Podemos saber quién lanzó el disco más lejos, sin convertir una unidad a la otra? Si es así, ¿cómo? Si no, ¿por qué no?” // “Tyler’s throw was 17 feet and Han’s was 17 yards. Can we tell who threw the disc farther, without converting one unit to the other? If so, how? If not, why not?” (Yes. We know that 1 yard is greater than 1 foot, so 17 yards must be greater than 17 feet.)
“¿La distancia de Han fue cuántas veces la distancia de Tyler?” // “How many times as far as Tyler’s distance was Han’s distance?” (3 times as far.) “¿Cómo lo saben?” // “How do you know?” (A yard is 3 times as long as a foot, so 17 yards is 3 times as long as 17 feet.)

Activity 2

20 mins

Torres de piedras

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

MLR5 Co-craft Questions

First time implementing?

Learn how to use instructional routines to facilitate problem-based learning!

Materials

None

Activity Narrative

In this activity, students apply their knowledge of multiplicative comparison and ability to convert feet and inches to solve a logic puzzle. They use several given clues to determine the heights of four objects. As they use the clues to reason about the heights of the towers and who built them, students reason abstractly and quantitatively (MP2).

This activity uses MLR5 Co-craft Questions. Advances: writing, reading, representing.

Action and Expression: Internalize Executive Functions. Provide students with access to sticky notes (of three different colors, if available). Invite students to organize these sticky notes into a table, using the first color to record each person’s name, the second color to record clues about the height of each person’s tower, and the third color to record the actual height of each person’s tower. For students who need additional support, ask: “¿Quién construyó la torre de piedra más baja? ¿Qué tan alta es esa torre?” // “Whose stone tower is the shortest?" "How tall is that tower?” and “¿Quién construyó una torre de 39 pulgadas de alto?” // “Whose tower is 39 inches tall?” Invite students to explore these questions, using the process of elimination. Offer the sentence frame: “No puede ser ____ porque ____” // “It can’t be ____, because ____.”
Supports accessibility for: Conceptual Processing, Memory, Organization

Launch

Groups of 4

MLR5 Co-craft Questions

Display only the opening paragraph.
“Escriban una lista de preguntas matemáticas que se podrían hacer acerca de esta situación” // “Write a list of mathematical questions that could be asked about this situation.”
2 minutes: independent work time
2–3 minutes: partner discussion
Invite several students to share one question with the class. Record responses.
“¿Qué tienen en común estas preguntas? ¿En qué son diferentes?” // “What do these questions have in common? How are they different?”
Reveal the task (students open books), and invite additional connections.

Activity

“Completen el primer problema con su grupo. Después, trabajen individualmente en el último problema antes de discutirlo con su grupo” // “Work with your group to complete the first problem. Then work on the last problem on your own before discussing it with your group.”
8–10 minutes: group work time
3–5 minutes: independent work time

Student Task Statement

Mientras estaban en una excursión, un grupo de amigos hizo un concurso de apilar piedras para ver quién podía construir la torre más alta.

La torre de Andre es 3 veces tan alta como la de Diego, pero Diego no construyó la torre más baja.
Tyler construyó la torre más alta, que mide 4 pies y 2 pulgadas de alto.
Una persona construyó una torre que mide 39 pulgadas de alto.
La torre de Tyler es 5 veces tan alta como la torre más baja.

¿Qué tan alta es la torre de cada persona?

persona altura de la torre (pulgadas)

Andre

Tyler

Clare

Diego
Elena se unió al grupo y construyó una torre que es 5 veces tan alta como la torre de Diego. ¿La torre de Elena mide más de 6 pies? Explica cómo razonaste.

persona	altura de la torre (pulgadas)
Andre
Tyler
Clare
Diego

Activity Synthesis

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Lesson 15

Medidas de longitud

Warm-up

Cuáles tres van juntos: Medidas

Instructional Routines

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Activity Narrative

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Activity

Student Task Statement

Student Response

Advancing Student Thinking

Are You Ready for More?

Activity Synthesis

Activity 1

Lanzamientos de disco

Standards Alignment

4.MD.A.2

4.NF.B.4.c

4.OA.A.2

Instructional Routines

First time implementing?

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Activity Synthesis

Activity 2

Torres de piedras

Standards Alignment

4.MD.A.2

4.OA.A.2

Instructional Routines

First time implementing?

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Activity Synthesis

Lesson Synthesis

Have a correction or suggestion?

Standards Alignment

4.MD.A.1

Student Response

Advancing Student Thinking

Are You Ready for More?

Student Response

Advancing Student Thinking

Are You Ready for More?